CISD, or critical incident stress debriefing, was originally authored by George Everly and Jeffery Mitchell (1997). CISD was created to achieve a sense of psychological closure postcrisis and facilitate the referral process (Everly, Flannery & Mitchell. 2000) CISD is intended to help after the following incidents; commonly referred to as post incident or critical incident: line of duty death, serious injury, death on child or children, and multiple causalities (Everly, Flannery & Mitchell. 2000). Reference appendix A for list of critical incidents. The goal of CISD is to prevent maladaptive responses to a critical incident (Everly, Flannery & Mitchell. 2000).
Revision:
Currently, the most common intervention employed by fire departments to mitigate critical incidents and their associated negative impacts is CISD (Stileman and Jones, 2023). CISD is frequently utilized because of its structure as a group intervention and ease of implementation. Many fire departments have adopted this model for post-critical incident intervention (Bryant, 2021). Despite the widespread adoption of CISD, its efficacy has been the subject of ongoing research debates, which will continue to be explored in this study (Bryant, 2021). As previously mentioned, the CISD is a component of the broader Critical Incident Stress Management (CISM) model and is utilized as a post-incident intervention. Subsequently, in 1983, Everly and Mitchell (1983) formally established the CISD in the United States for use with first responders, including firefighters, to attain a sense of psychological closure post-crisis and facilitate the referral process. The aim was to prevent maladaptive responses to critical incidents (Everly et al., 1995). CISD was initially intended to help following critical incidents, such as line-of-duty death, severe injury, death of a child or children, and multiple causalities (Everly et al., 2000).
Student #2
Kristi Lynn Borge
Jul 30 5:19pm
Reply from Kristi Lynn Borge
This week, Dr. Verrone provided me feedback surrounding my syntax and clarity of structure in my writing. The Walden University writing center has several resources on sentence structure, which is how the phrases and clauses in a sentence are ordered. Varied syntax is important for keeping the reader engaged, while careful word choice and ordering can support clarity. I was struggling to phrase my final sentences surrounding the impacts of professional development on the implementation of differentiated instruction. I noticed that when I am aiming to synthesize ideas, the sentence structure becomes challenging.
Resources:
Walden Writing Center: Precision, Clarity, and StructureLinks to an external site.
Sentence Structure: to an external site.
Original:
Professional development can play an influential a role in teacher implementation of DI principles. Unal et al. (2022) determined that teachers perceived a clear link between professional development and their ability to implement DI strategies, and that differences occur between less experienced and more experienced teachers when asked about using DI in their classrooms. Similarly, Courtney . (2021) determined that professional development targeted on DI can modify and refine teachers’ use and understanding of it, as demonstrated by a 12-week case study focusing on the approach to differentiating content for students in a remote learning environment. However, professional development is not a stand-alone remedy for increasing DI; Cody (2024) found that elementary math teachers generally valued DI as an effective practice experienced teachers were still more likely to apply DI strategies compared to less experienced teachers after attending the same professional learning focused on its use.
Revision:
Professional development can play an influential role in teacher implementation of DI principles. Unal et al. (2022) determined that teachers perceived a clear link between professional development and their ability to implement DI strategies, and that differences occur between less experienced and more experienced teachers when asked about using DI in their classrooms. Similarly, Courtney (2021) determined that professional development targeted on DI can modify and refine teachers’ use and understanding of it, as demonstrated by a 12-week case study focusing on the approach to differentiating content for students in a remote learning environment. However, professional development is not a stand-alone remedy for increasing DI. Cody (2024) found that while all elementary math teachers generally valued DI as an effective practice, experienced teachers were still more likely to apply DI strategies compared to less experienced teachers after attending the same professional learning on DI implementation.
Please include the student’s references when you reply if you use them and must be in APA style 7th edition.
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